Professor Wasserman Spring 2017 Loree Building, Room 106 RAB, 208 wasserme@rci.rutgers.edu In-class: Weds 2:15 3:35 Office hours: Weds 12 1:00 Online: Mon 2:15 3:35 and by appointment Religion 101: Gods, Myths, and Religions in a Secular Age This course treats religion as an object of critical academic inquiry and interpretation. We will draw on diverse source material, including Indian, Muslim, Greek, and Jewish traditions and we will also seek to understand how these traditions are appropriated and re-interpreted in new and changing contexts. Major topics include: popular notions of cults and illegitimate religion; myth and mythmaking; religious and textual authority; religious space and ritual practices. As part of this project, we will also treat major theories of religion, including the work of E. B. Tylor, Sigmund Freud, Karl Marx, Émile Durkheim, Clifford Geertz, and contemporary Cognitive Science research. Other important subtopics are: secularism and colonialism; race, ethnicity, and gender; debates about religion and science in the 20 th and 21 st centuries; and religiously motivated violence. Course-Specific Learning goals: 1) To critically analyze practices, traditions, and discourses about the sacred or religious as human phenomena 2) To develop critical acumen in reading and interpreting texts 3) To categorize, analyze, and compare diverse systems of value, belief, and practice 4) To develop global and local religious literacy. This means, in particular, cultivating the skills of identifying and interpreting religious traditions, practices, and discourses and of understanding the centrality of religious worldviews and communities in New Jersey, the United States, and on the global stage. Core Curriculum Goals: 21 st Century Challenges [21Cb] b. Analyze a contemporary global issue from a multidisciplinary perspective. Course Requirements: Arts and Humanities [AHo] o. Examine critically philosophical and other theoretical issues concerning the nature of reality, human experience, knowledge, value, and/or cultural production. 1. Midterm Exam: Students will prepare responses to essay questions circulated in advance and then write them during an 80-minute class period: 20%. 2. Final Exam: Students will prepare responses to essay questions circulated in advance and then write them during the final: 25% 3. Two short papers (1500 2000 words) that will be revised in response to comments from the instructor and to peer review: 15% each; 30% total. a. The first short paper will be a rewrite (and expand) one of the essay questions on the midterm that responds to instructor and peer comments b. The second short paper will be more open but draw from topics to be distributed in advance 4. Class discussion, forum-posts, and quizzes: 25% a. Discussion: All readings and assignments must be completed prior to the class or discussion session for which they are assigned. The standards by which I grade participation are attached to the bottom of this syllabus. Please familiarize yourself with these standards. Participation is an active and rewarding process which requires more than mere attendance. 1
b. Online forum posts: In smaller Forum discussion groups of 4 5, students will post reading reflections once per week and later respond to at least one of their peers (min. 200 words). Responses to their peers must be completed by 11:55 pm on the same day. c. Quizzes: online and in-class quizzes will focus on the assigned readings. Online quizzes will be a standard part of the online meeting and typically consist of 5-10 multiple choice or fill-in-the-blank questions that test reading comprehension. Required textbook and use of Sakai: Daniel Pals, 7 Theories of Religion (Oxford, 2009) (available used on Amazon etc.) All other materials are available on Sakai; see the course page for reading suggestions, prompts, links, and updates. PART 1: MAKING THE STRANGE FAMILIAR AND THE FAMILIAR STRANGE Weds 1/18: Introduction to the course; begin Heaven s Gate documentary Mon 1/23: Illegitimate religions? Religious Cults and the Specter of Violence 1. Watch Inside Story: Heaven s Gate (BBC, 90 mins) 2. Read M. Meusse, Religious Studies and Heaven's Gate : Making the Strange Familiar and the Familiar Strange, Chronicle of Higher Education, April, 1997 (3 pp.) 3. Read Hall, Finding Heaven s Gate, in Apocalypse Observed: Religious Movements and Violence, 155 188. Weds 1/25: Jonestown as a Kind of Religious Movement 1) Watch Jonestown: Life and Death in the People s Temple (PBS, 120 mins) 2) Read J. Z. Smith, The Devil and Mr. Jones, 102 120 PART 2: GODS, MYTHS, AND MYTHMAKERS Mon 1/30: Myths and Types of Myth 1. Read Hesiod s Theogony, lines 1 210 (approx. 6 pp.) and Works and Days (approx. 6 pp.) 2. Read Bilgamesh in the Netherworld (approx. 20 pp.) 3. Rig Veda 10.89; 10.90 Weds 2/1: What is Myth? 1. McCutcheon, Myth, in Guide to the Study of Religion, 190 208 2. Screen either Stars Wars, the Empire Strikes Back OR Avatar Mon 2/6: Creation Myths 1. Read Enuma Elish (Babylonian creation myth), 35 59 2. Read, Hesiod s Theogony (again); Stoic Philosophical Allegory (selections) 3. Navajo Creation account 2
Weds 2/8: Theories of Myth 1. Read Lincoln, Theorizing Myth, 146 159 2. Read Plato, Phaedrus and Republic, selections (approx.11 pages) Mon: 2/13: Revisiting Creation(s): Variation, Change, and Multiple Authorship revisit some primary sources with McCutcheon and Lincoln in mind: 1. Genesis 1 4 (i.e. chapters 1 through 4) 2. 1 Enoch 1 16 3. Carl Ernst, India as a Sacred Islamic Land, 556 563 PART 3: RELIGIOUS PRACTICES, SPACES, AND THINGS Weds 2/15 Ritual and Practices 1. Mary Douglas, Purity and Danger, 29 40 2. Zoroastrian Vestas (excerpts on defilement) 3. Manual of Hadith 29, Toilet [in the sense of hygiene ] 4. Leviticus 11 15, 18 Mon 2/20: Religious Figures and Types of Authority 1. Read Kugel, The Bible as It Was, selections on Moses and Mt. Sinai 2. Read Qur'an, selections on Mohammed 3. Read History of Joseph Smith, selections (Mormon tradition) Weds 2/22: Religious Practices: Bodily Discipline, Food, Prayer, and Dance 1. Read Bielo, Bodies, Words, and Things, 54 80 2. Watch Embrace (2011, 55 min) on Tibetan Buddhists Mon 2/27: Religious Practices and Ritual 1. Watch: Greek orthodox baptism: https://www.youtube.com/watch?v=w3fbmdu0fec 2. Evangelical baptism: https://www.youtube.com/watch?v=kopemvtal9m 3. Demon manifestation post baptism: https://www.youtube.com/watch?v=xi8vcohqmxc 4. Screen: A Life Apart: Hasidism in America (1997, 87 mins) Weds 3/1: Midterm Exam PART 4: THEORIES OF RELIGION Mon 3/6: The Romance of Primitive Origins 1. Pals, Animism and Magic, 16 53 (on Tylor and Frazer) 2. E. B. Tylor, Primitive Culture, selections 3
Weds 3/8: Romantics React 1. Read Pals, The Reality of the Sacred: Mircea Eliade, 158 197 2. Selections from R. Otto, The Idea of the Holy and M. Eliade, Sacred and the Profane Mon 3/13 and Weds 3/15: No Class, Spring Break Mon 3/20: Psychology: Personality and Neurotic Projections 1. Pals, Religion and Personality, 54 87 Weds 3/22 Marxists Attack 1. Pals, Religion as Alienation: Karl Marx, 124 157 2. Marx on Religion, selections First short paper due Mon 3/27: Civil Religion and the Political Mythmaking 1. Robert Bellah, Civil Religion in America, Dædalus 96.1 (1967): 1 21. 2. Watch AND read the Kennedy Inaugural (1961): 3. M. Serazio, Just How Much is Sports Fandom Like Religion? Atlantic, 2013 Weds 3/29: Religion and the Social: E. Durkheim 1. Readings: Pals, Society as Sacred, 88 123 2. Elementary Forms of Religious Life, selections Mon 4/3: Religion and Science in and outside the academy: 1. Screen, Inherit the Wind (1960, 128 min) 2. Bill Nye and Ken Ham debate (168 mins, 2014): 3. Look carefully at Creation Museum web-site: http://creationmuseum.org Weds 4/5: Religion and Culture: Clifford Geertz 1. Pals, Religion as a Cultural System, 233 267 2. Geertz, Thick Description; Religion as a Cultural System (selections) Mon 4/10: Cognitive Science and Evolution 1. J. Barret, Why Would Anyone Believe in God? (selections) 4
Weds 4/12: Cognitive Science and the Study of Religion 1. J. Barret, Why Would Anyone Believe in God? (selections) 2. Anne Taves, Special Things as Building Blocks for Religion, 58 83 PART 5: SECULAR TENSIONS Mon 4/17: Women, Gender, and Sexuality 1. Phyllis Trible, Eve and Adam: Genesis 2-3 Re-Read (approx. 11 pp.) 2. William Countryman, Bible, Heterosexism, and the American Public Discussion of Sexual Orientation, 167 183; Weds 4/19: Gender, Sexuality and the secular thesis 1. Religion, the Secular, and the Politics of Sexual Difference, ed. Cady and Fassenden (selections) 2. R. Wuthnow, Religious Diversity in a Christian Nation : American Identity and American Democracy, in Thomas Banchoff, ed., Democracy and the New Religious Pluralism (Oxford, 2007) Mon 4/24: Secularism, Ethnicity, and Race 1. Read Nelson, Myths, Shinto, and Matsuri in the Shaping of Japanese Cultural Identity, 152 166 2. Eddie Glaude, Jr. Myth and African American Self-Identity, 28 42 (both from Religion and the Shaping of Race and Identity: An Introduction, ed. Craig R. Prentis (NYU Press, 2003) 3. Watch Bad Friday: Rastifari after Coral Gardens (2011, 63 mins) Weds 4/26: Religion, Violence, and Fundamentalism after 9/11 Assignments 1. B. Lincoln, The Study of Religion at the Current Political Moment, chap. 1 in Holy Terrors 2. G. Wood, What Isis Really Wants, Atlantic Second short paper due Final exam: Tuesday, May 9, 12 3 pm in our normal meeting room Standards for Grading Student Participation in Class Discussions A: A student who receives a A for participation in discussion typically comes to every class with questions about the readings in mind. An A discussant engages others about ideas, respects the opinions of others, and consistently elevates the level of discussion. B: A student who receives a B for participation in discussion typically does not always come to class with questions about the readings in mind. A B discussant waits passively for others to raise interesting issues. Some discussants 5
in this category, while courteous and articulate, do not adequately listen to other participants or relate their comments to the direction of the conversation. C: A student who receives a C for participation attends regularly but typically is an infrequent or unwilling participant, or an obstreperous one. D: A student who fails to attend regularly and prepare adequately for discussion risks the grade of D Or even F [These standards are adapted only slightly from those officially adopted by the Princeton University Department of History in 1998. They were authored primarily by Andrew Isenberg] 6